dc.contributor.author	Davis, Anita Joyce Hughes
dc.coverage.spatial	Cental and North America -- United States -- Georgia	en_US
dc.coverage.temporal	2011-2014	en_US
dc.date.accessioned	2015-01-05T17:16:05Z
dc.date.available	2015-01-05T17:16:05Z
dc.date.issued	2014-12
dc.identifier.uri	http://hdl.handle.net/10428/1890
dc.description.abstract	The purpose of this study was to describe the best practices used in south Georgia region CTAE programs that resulted in successful pass rates on Georgia CTAE End-of- Pathway Assessments and to propose recommended best practices to improve results for all CTAE pathways. The top five schools from three different calculations with the highest student success were used for this study - highest 3-year average, most improved average over a 3-year period, and the greatest positive difference between actual and predicted percent of change in EOPA. Once the schools had been selected a telephone interview was conducted with each CTAE Director representing the schools. The responses became the best practices to improve student success on the EOPA.	en_US
dc.description.tableofcontents	I. INTRODUCTION - 1 Historical Context - 2 Current Context - 10 Theoretical Framework - 11 Statement of the Problem - 12 Purpose of the Study - 13 Research Questions - 13 Outcomes of the Study - 14 Limitations - 14 Assumption - 14 Definition of Key Terms - 14 II. REVIEW OF THE LITERATURE - 18 Introduction - 18 Accountability for Learning - 18 Assessment Development - 20 Assessment as Added Value - 21 Theoretical Framework - 22 Demographic Influence on Assessment - 24 Best Practice - 25 Summary - 26 III. RESEARCH METHODOLOGY - 27 Introduction - 27 Purpose of the Study - 27 Research Questions - 28 Research Design- 28 Population - 29 Data Collection Procedures 29 Interview Procedures - 31 Instrumentation - 32 Data Analysis - 35 Findings- 38 IV. FINDINGS - 40 Introduction - 40 Reporting of Results - 41 Qualitative Research - 54 Interview Findings - 55 Chapter Summary - 86 V. CONCLUSIONS - 88 Conclusions From Demographic Data Findings - 89 Conclusions From EOPA Test Results - 90 Conclusions From Qualitative Interview Findings - 91 Discussion of Research Questions - 91 Recommendations for Further Research - 96 REFERENCES - 98 APPENDIX A: E-mail Seeking Permission for Study - 110 APPENDIX B: E-mail Requesting EOPA Information - 112 APPENDIX C: E-mail seeking Permission for Telephone Interview - 114 APPENDIX D: Excel Spreadsheet Used for Entering EOPA Results - 116 APPENDIX E: E-mail for the Pilot Study - 118 APPENDIX F: Interview Questions -- 120 APPENDIX G: EOPA Skills Assessment Test Takers - 122 APPENDIX H: EOPA Average Improvement over a 3-Year Period - 126 APPENDIX I: Demographic Data Collected - 129 APPENDIX J: SPSS Pearson's Correlations for Demographic Data - 133 APPENDIX K: Responses to Telephone Interview Questions - 135 APPENDIX L: Transcription of Telephone Interviews - 140 APPENDIX M: Institutional Review Board (IRB) Exemption Report - 177	en_US
dc.language.iso	en_US	en_US
dc.subject	CTAE	en_US
dc.subject	EOPA	en_US
dc.subject	Assessment	en_US
dc.subject	Best practices	en_US
dc.subject	South Georgia	en_US
dc.title	A Study of Demographic Influence and Best Practices for South Georgia Career, Technical, and Agriculture Education End-of-Pathway Assessments	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Adult and Career Education	en_US
dc.description.advisor	Martinez, Reynaldo L. Jr.
dc.description.committee	Hand, Carl M
dc.description.committee	Prater, Marcella G.
dc.description.committee	Siegrist, Gerald R.
dc.description.degree	Ed.D	en_US
dc.description.major	Education	en_US